Satisfaction with Simulation-Based Education Among Undergraduate Nursing Students in Public Colleges of Peshawar
Simulation-Based Education Satisfaction in Peshawar Nursing Students
DOI:
https://doi.org/10.61919/jhrr.v4i3.1322Keywords:
Satisfaction, Simulation-Based Education, Undergraduate, Public Nursing CollegesAbstract
Background: Simulation-based learning (SBL) is a critical component of nursing education, allowing students to practice clinical skills in a controlled environment.
Objective: This study aimed to assess the satisfaction levels of undergraduate nursing students with SBL in public nursing colleges of Peshawar.
Methods: A quantitative descriptive cross-sectional design was employed. Data were collected from 278 undergraduate nursing students, excluding first-semester students, across public colleges in Peshawar. An adopted questionnaire with 13 satisfaction items and 6 challenge items was used. Ethical approval was obtained, and data were analyzed using SPSS version 25.
Results: Of the 239 participants (20.9% males, 79.1% females), 100% reported overall satisfaction with SBL. Key satisfaction scores included: usefulness of patient simulators (Mean=4.28, SD=0.568), desire for more training (Mean=4.37, SD=0.483), and SBL making subjects more interesting (Mean=4.21, SD=0.597). Challenges identified were inadequate practice time (Mean=2.46, SD=0.671) and limited access to high-fidelity simulators (Mean=2.98, SD=0.534).
Conclusion: SBL is highly effective in nursing education, significantly enhancing student satisfaction, knowledge retention, and clinical decision-making skills. Addressing challenges such as increased access to simulators and practice time could further improve outcomes.
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